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Indigenous Education

Dr. Jean-Paul Restoule

A portrait of Jean-Paul Restoule. He is pictured outdoors in front of a brick building. He is smiling, wearing a silver/grey collared button-down shirt.

Professor, Chair

Department of Indigenous Education

Contact:
Office: MAC A260 250-721-7826
Area(s) of expertise:
Decolonizing education, Indigenous research methods and methodologies, Indigenizing teacher education, Indigenous knowledge, worldviews, cosmologies and epistemologies, Anishinaabe curriculum and pedagogy, Indigenous representation, Indigenous student post-secondary success, Indigenous knowledges in online learning

Biography

Dr. Jean-Paul Restoule (he/him) is Anishinaabe and French from Dokis First Nation in Ontario, and his scholarship focuses on bringing Indigenous perspectives, pedagogies, and worldviews to a wide audience. This includes Indigenizing and decolonizing teacher education and investigating the use of Indigenous knowledge in online learning environments. He is also co-editor of Indigenous Research: Theories, Practices, and Relationships (Canadian Scholars’ Press, 2018), a ground-breaking collection for students and scholars interested in learning how Indigenous research is carried out in practice.

Jean-Paul has particular expertise in graduate student supervision and teaching and is passionate about creating pathways to significantly increase the number of Indigenous students who complete post-secondary education.

Jean-Paul’s research interests include investigating how to inspire educators to appropriately incorporate Indigenous knowledges into their teaching practice and engage in respectful relations with the Indigenous lands, knowledge and wisdom where they live. He is also concerned with how to centre Indigenous epistemologies in online learning environments. He helped create a successful online professional development program for First Nation schools’ principals and hosted the world’s first MOOC on Indigenous worldviews and education.

Jean-Paul is grateful his family can live, work and play on lək̓ʷəŋən and W’SÁNEĆ territories.

Publications

Restoule, J.P. (2025). Barriers systemic and self-imposed: Understanding how teachers take up Indigenous perspectives in their teaching practice. In Sandra Styres and Ryan Neepin (Eds.). The Bloomsbury Handbook of Indigenous Education and Research. pp. 77-95. Bloomsbury.

Tessaro, D., & Restoule, J.P. (2022). Indigenous pedagogies and online learning environments: A Massive Open Online Course (MOOC) case study. AlterNative: An International Journal of Indigenous Peoples, 18: 1, pp. 182-191. 

Landertinger, L., Tessaro, D, & Restoule, J.P. (2021). Strategies for Teacher Education Programs to Support Indigenous Teacher Employment and Retention in Schools. Journal of Global Education and Research, 5: 1, pp. 36-53.

McGregor, D., Johnston, R. & Restoule, J.P. (Eds.), (2018). Indigenous Research: Theories, Practices, and Relationships. Toronto: Canadian Scholars Press Inc.

Tessaro, D., Restoule, J.P., Gaviria, P., Flessa, J., Lindeman, C., & Scully-Stewart, C. (2018). The five R’s for Indigenizing Online Learning: A case study of the First Nations Schools’ Principals Course. Canadian Journal of Native Education, 40: 1, pp. 125-143.

Restoule, J.P. & Chaw-win-is. (2018). Old ways are the new ways forward: How Indigenous pedagogy can benefit everyone. Paper prepared for CCUNESCO Idea Lab.

Madjidi, K, & Restoule, J.P. (2017). Comparative Indigenous Ways of Knowing and Learning. In Bickmore, K., Hayhoe, R., Manion, C., Mundy, K., and Read R. (Eds.) Comparative and international education: Issues for teachers, 2nd Edition. Chapter 6, pp. 155-182. Toronto: Canadian Scholars Press.

Restoule, J.P., *Gruner, S. & Metatawabin, E. (2013). Learning from place: A return to Traditional Mushkegowuk ways of knowing. Canadian Journal of Education, 36, 2, pp. 68-86.

Restoule, J.P. (2011). Looking for a way in: Aboriginal Youth Talk about Access to University in Ontario. Canadian Journal of Native Studies, 33, 2, pp. 47-62. 

Restoule, J.P. (2000). Aboriginal identity: The need for historical and contextual perspectives. Canadian Journal of Native Education, 24(2), 102-111.